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Need for AT in Education
Need for AT in Education
AT is used for various special needs and disabilities at all levels of the education system. Research has shown that overall the use of AT has a positive effect on students with special education regarding improved participation, communication, and academic performance (Erdem, 2017; Ahmed, 2018). More importantly, AT is essential if schools aim to achieve fairness and equity in education. According to Berry (2008), fairness means "that all students receive the supports or instruction they need to achieve academically, not that all students receive the same supports or instruction” (p. 1150). AT affords vulnerable learners the necessary support they need to access learning and succeed in inclusive education (Evmenova, 2020).
Here is an example of how AT can be used to support diverse learning needs.
AT and Universal Design of Learning(UDL)
AT and Universal Design of Learning(UDL)
UDL, a concept that extended from Universal Design, refers to “the process of creating general education curricula that are conceived, designed, developed and validated to achieve results for the widest spectrum of students, including those with disabilities, without the need for subsequent adaptation or specialized design” (Hitchcock & Stahl, 2003, p.48).
From this lens, the teaching practice should have the flexibility to support all learners, not just the ones with special needs, and provide them with the necessary support and challenge accordingly.
(Rose et al., 2005)
More studies have revealed that AT and UDL should be combined to create an inclusive learning environment that serves a broad spectrum of learners. Hitchcock and Stahl (2003) indicate that to offer the full accessibility and support necessary for all learners, educators must integrate AT, Universal Design, and UDL altogether.
Rose et al. (2005) suggest that both AT and UDL are working towards reducing barriers in learning, with the former seeing the problem as a result of individual ability limitations and the latter seeing it as a result of a flawed design of learning environments. Both solutions are needed for all students to succeed.
Alnahdi (2014) concludes that “Assistive Technology is essential in the application of a UDL instructional design and, in return, UDL provides accessible Curriculum Content, helping to raise the value of Assistive Technology” (p. 20).
Watch this video to see why it is important to combine UDL and AT from a learner's perspective.
potential Challenges of implementing AT in Schools
potential Challenges of implementing AT in Schools
AT can be so powerful that it “augments, bypasses, or compensates for a disability” (Edyburn, 2020, p. 6) when used appropriately. However, some obstacles hinder the availability and effectiveness of AT in schools.
Funding
Funding and cost are significant barriers that prevent the use of AT in schools, including obtaining, managing, and maintaining equipment (Ahmed, 2018).
Teacher Preperation
The lack of training and knowledge is another challenge that teachers face. Situated training and enough preparation time are needed to determine what kind of AT is appropriate and how to integrate AT into the curriculum (Ahmed, 2018; Zilz & Pang, 2021).
Stigma
The social stigma associated with AT may discourage students and families across cultures to accept the support even when it is beneficial (Parette & Scherer, 2004). A UDL approach, teachers can proactively create inclusivity when utilizing AT in their classrooms.
Technology Accessibility
Some students may find AT too difficult to use, which requires additional support. For example, students with physical disability may be too young to use advanced technology independently (Zilz & Pang, 2021).
Introducing the SETT Framework
Introducing the SETT Framework
The SETT framework is a tool that helps collaborative members create Student-centered, Environmentally useful, and Tasks-focused Tool systems that are beneficial to students (Zabala, 2005).
There are two parts to consider when working with the SETT framework. The first part requires the members to gather data for better decision-making. Instead of focusing on an individual student, this framework can be also used to consider the class as a whole. The second part is to come up with a detailed implementation plan.
For more information about the SETT framework, click here.
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